Preparation and photocatalytic activity of BiOBr/TiO<Subscript>2</Subscript> heterojunction nanocomposites

An efficient visible-light-responsive BiOBr/TiO₂ heterojunction nanocomposite was fabricated successfully using in-situ depositing technique at room temperature by introducing BiOBr onto the surface of TiO₂ nanobelts pre-prepared by hydrothermal reaction and etched with H₂SO₄. The obtained particles were characterized by XRD, SEM, TEM, XPS, UV-Vis DRS and PL techniques. BiOBr/TiO₂ heterojunction nanocomposites with different mass ratios of m(BiOBr)/m(TiO₂) were discussed in order to get the best photocatalytic activity, and BiOBr/TiO₂-1.0 was proved to be the optimal mass ratio. BiOBr/TiO₂-1.0 exhibited excellent photocatalytic activity in the degradation of RhB compared with TiO₂ nanobelts, pure BiOBr and the mechanical mixture of TiO₂ nanobelts and BiOBr. At last, a possible mechanism of photocatalytic enhancement was proposed.     

教师教育:美国社区学院的新职能

美国正处于教师紧缺当中。为了满足初、中等教育教师需求,美国社区学院已拓展了教师教育这一新的职能。社区学院正在开展体现“2＋2”合作模式的教师教育方案,并制定了州级政策协调、州级基金计划与合作、新学位计划设计、文科辅助教学、文科学士学位教育、可选择性教师资格证书和获取鉴定资格等措施予以保障。     

Predicting course performance in freshman and sophomore physics courses: Women are more predictable than men

This study investigated the extent to which thinking skills and mathematical competency would predict the course performance of freshman and sophomore science majors enrolled in physics courses. Multiple-regression equations revealed that algebra and critical thinking skills were the best overall predictors across several physics courses. Although arithmetic skills, math anxiety, and primary mental abilities scores also correlated with performance, they were redundant with the algebra and critical thinking. The most surprising finding of the study was the differential validity by sex; predictor variables were successful in predicting course performance for women but not for men.     

Learntime and learning place-focused forward-oriented design for learning in technology-enhanced classrooms

This study reports on a teacher’s ongoing design activities in a fully online language course when the class was in progress. The aims were, firstly, to provide first-hand experience and insight into a teacher’s design work in a real-life, technology-enhanced learning (TEL) classroom; and secondly, to facilitate reflective analysis of the emerging design events. A hermeneutic phenomenological approach was adopted for data collection, and the analysis of data was further aided by the framework of forward-oriented design for learning (Goodyear & Dimitriadis, 2013), which considers educational design as a continuing and forward-looking practice including processes of orchestration, configuration, reflection and re-design. Fifteen design events were collected, which provided a snapshot of how and what design activities emerged from a complex, constantly evolving TEL classroom. The interpretation and analysis reveal insights related to various design processes. The findings highlight the forward-looking, ongoing, process-oriented and cyclical nature of TEL design.     

Implementing information technology at the Border Technikon in South Africa

The mission of Border Technikon in South Africa is to provide the best vocational and career education to students of all racial and cultural backgrounds in the East London area. The staff believes that an important component of this mission includes giving students marketable skills for the information age. Therefore, in 1996, the Technikon undertook an extensive program to implement new information technologies that would help fulfill the institution's mission. Implementing information technology at academic institutions in developing countries must address a special set of problems, some of which are technology gaps, educational deficits, and lack of adequate facilities. This paper describes some of the more unique problems the Technikon encountered, and a few solutions. During 1996, she served as a Senior Librarian at Border Technikon, East London, South Africa, under the Educators for Africa Program of the International Foundation of Education and Self-Help.     

高职高专英语作文分级评阅的实践研究

高职高专公共英语作文评阅的实践表明,对不同写作水平学生的作文实施分级评阅,可以改进和提高他们的英语写作水平。通过分析在实践中实施的分级评阅的实验结果,对公共英语作文的现状提出了值得思考的问题。     

Supporting the transition to inclusive education: teachers’ attitudes to inclusion in the Seychelles

The inclusion of children with disability in regular classroom settings has been identified worldwide as crucial to the provision of effective education for all children and to the creation of more inclusive societies. To this end there has been significant focus on pre-service and in-service teacher education to ensure that teachers are adequately prepared to teach in inclusive classrooms. When delivering a unit on inclusive education in the Seychelles, which was developed in Australia, we considered it essential to determine the suitability of the unit in supporting Seychellois teachers to teach inclusively. Teachers’ attitudes and beliefs about people with disability are two aspects that have consistently been shown to impact on a teacher’s willingness to include children with disability. Therefore, the Seychellois teachers were asked to complete questionnaires in the first and final weeks of the semester in which the teachers undertook the unit. The two sets of responses were analysed to determine significance and effect sizes of any change in attitudes and beliefs. Data revealed that the Seychellois teachers reported more positive attitudes and beliefs about the inclusion of children with disability in regular classrooms after completing the unit, suggesting that the unit of study was suitable for the Seychellois context.